抄録
In Japan many books and monographs on lifelong education have been published since its proposition by Paul Lengrand at UNESCO in 1965. It has also been repeatedly discussed by the advisory councils on education in the Ministry of Education with some reports being published. But it was after the establishment of the Temporary Advisory Council on Education (1984-87) that the practical measures for "lifelong learning" were put into force in earnest. Such measures are now being promoted all over the nation. We must pay attention to the fact that there was a change of terminology from "lifelong education" to "lifelong learning" in the present time. What does this change mean? Education is an action whereby teachers work upon and assist directly and indirectly learners who grow and develop through acquiring the values to learn, values to be taught, and cultural values. Learners must be free and liberal in the choice of values to learn in order to grow and develop soundly. Teachers must be also free and liberal in their choice of values to be taught in order to secure the learners' freedom and the liberty to learn. One of the raisons d' etre (reasons for being) of freedom to teach lies in this point. The subjects of teaching (education) are teachers. Learning is the act whereby learners acquire the values to learn, values to be taught, and cultural values. They get the power to learn by themselves in order to grow and develop soundly. The subjects of learning are learners. The use of the term "lifelong learning" means that we should think more of the subjectivity of learners and their freedom to choose these values. The subjectivity and autonomy of learners must be esteemed more highly in the public administration of lifelong learning. On the other hand, public administration is in essence the action of the state or is a part of governance. It is inevitably connected with the power of the state. But it does not always use the power. There can be also a case where it is not used. Then the action of administration is usually divided into two cases: one is the case where it uses power, and the other is the case where it does not use power. The latter cases are many in the area of the public administration of education, because the power of the state should not invade the freedom of teaching and learning unjustly. Most people undergoing lifelong learning are adults who already have their own independence. They can enjoy more freedom to choose the values to learn, values to be taught, and cultural values. The subjectivity and autonomy of these learners should thus be more esteemed. Moreover, the public administration of lifelong learning had better use less power of the state. As it includes the learning of young people, too , the public administration of existing schooling must also become an action which does not need more power. In short, the state should leave lifelong-learners more freedom and liberty and strive to secure their right to lifelong learning.
